10/20/09 - 10/26/09

Week Focus:

Prewriting Ideas -- gathering, writing, organizing, revising for draft

Drafting and Revising-- ARMS: Add, Remove, Move, Substitute

Goal: Prewrite in web, list, or free-write, then re-read and number to organize your ideas before drafting; timeline; graphic organizer;

Goal: Fluency

Goal: poetry: Where I’m From

Figurative Language -- revision strategies (ARMS)

http://whatelse.pbworks.com/Where-Im-From

http://whatelse.pbworks.com/Revision

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Tues Oct 20
What is good writing? Compare models and discuss elements of good writing.
Pre-write review: Where I’m From
Draft (poem, MOTT paper)
ARMS: How to revise

Wed 10/21
Final (poem, MOTT paper)
ARMS: How to Revise

Thurs Oct 22
Library
Project Eracism

Fri 10/23
Sub Day

Mon 10/26
Power Write
Write Source
Eracism research

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EALR 1: The student understands and uses a writing process.

Component 1.2: Produces draft(s). W

Component 1.3: Revises to improve text. W

Component 1.4: Edits text. W

Component 3.3: Knows and applies appropriate grade level writing conventions. W

EALR 3: The student writes clearly and effectively.

Component 3.1: Develops ideas and organizes writing. W

3.2.2 Analyzes and selects language appropriate for specific audiences and purposes.

March 17-March 23

Focus and Resources
Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements
MOTT Work
http://whatelse.pbwiki.com/Writing-Thesis-Statement
http://whatelse.pbwiki.com/Revision-Tips-2
http://photographylessons-byerika.blogspot.com/
Writing Process Expectations for criteria
Review/complete 6 Trait work
revision organizer
iSearch

Blog

W8 Photography Assignments

Flickr

W8 iSearch Reflection

W8 iSearch Shee (Sample)

Using Diigo

Youth Voices

Monday 3/16
Review Elements of Design; Review Process;
Assignment 1 -- Do second set of photo analysis
Photography Introduction and blog comments

Tuesday 3/17
Photography blog comments; Start iSearch/Photo Assignment wiki
Owhi Lake pictures

Photography:

What:
What is it?
How do it?
What I will do

So What?
What I did
What I learned, including writing and photographic element reflection based on image

Now What?
What will I do next time?
What is the next element to learn?



Wednesday 3/18
Review thesis with six traits of writing (see folders; checklist)
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise --- our comments: Did they write about elements of photo -- find photo and find elements of photography
Photography blog comments; Start iSearch/Photo Assignment wiki

Thursday 3/19 Friday 3/20 Teacher Inservice Monday 3/23
Continue MTW work
Workshop: Students work on own projects (MOTT and photography) with review lessons and personalized feedback

Focus, Thesis, Draw Conclusions about thesis with details

I: Diigo/notes/research/draft/revise


Photography:

What:
What is it?
How do it?
What I will do

So What?
What I did
What I learned, including writing and photographic element reflection based on image

Now What?
What will I do next time?
What is the next element to learn?

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EALR 1: The student understands and uses a writing process. 1.1.1 Applies more than one strategy for generating ideas and planning writing. Generates ideas prior to organizing them * Uses a variety of prewriting strategies
1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan. b. Drafts according to audience, purpose, and time.
d. Assesses draft and/or feedback,
1.4.1 Edits for conventions (see 3.3).
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading (e.g., first reading — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration). f. Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
3.1.2 Analyzes and selects effective organizational structure.
2.1.1 Applies understanding of multiple and varied audiences to write effectively .2.2.1 Demonstrates understanding of different purposes for writing.

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March 9 - March 16

Focus and Resources
Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements
MOTT Work
http://whatelse.pbwiki.com/Writing-Thesis-Statement
http://whatelse.pbwiki.com/Revision-Tips-2
http://photographylessons-byerika.blogspot.com/
Writing Process Expectations for criteria
Review/complete 6 Trait work
revision organizer

Using Diigo

Youth Voices

Monday 3/9
S: Speech practice: Share projects and thesis statements; timeline and progress
Feedback
Review thesis with six traits of writing (see folders; checklist)
Focus, Thesis, Draw Conclusions about thesis with details
I: Diigo/notes/research/draft/revise

Photography Introduction and blog comments

Tuesday 3/10 Wednesday 3/11 Thursday 3/12 Friday 3/13 Monday 3/16

Workshop: Students work on own projects (MOTT and photography) with review lessons and personalized feedback

Focus, Thesis, Draw Conclusions about thesis with details

I: Diigo/notes/research/draft/revise
Photography Assignment -- iSearch

Photography:

What:
What is it?
How do it?
What I will do

So What?
What I did
What I learned, including writing and photographic element reflection based on image

Now What?
What will I do next time?
What is the next element to learn?

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EALR 1: The student understands and uses a writing process. 1.1.1 Applies more than one strategy for generating ideas and planning writing. Generates ideas prior to organizing them * Uses a variety of prewriting strategies
1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan. b. Drafts according to audience, purpose, and time.
d. Assesses draft and/or feedback,
1.4.1 Edits for conventions (see 3.3).
1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading (e.g., first reading — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration). f. Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).
3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.
3.1.2 Analyzes and selects effective organizational structure.
2.1.1 Applies understanding of multiple and varied audiences to write effectively .2.2.1 Demonstrates understanding of different purposes for writing.

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February 10 - February 18, 2009

Focus

Eagle Festival Essay/Poetry
https://whatelse.pbwiki.com/Eagle-Contest

Voice Thread: Making Changes
http://voicethread.com/share/72003/

Figurative language
https://whatelse.pbwiki.com/Figurative-Language

MOTT on Eagles Write
http://nespelem.org/whatelse/

Editor Progress

Third Quarter Requirements (Reading/Writing for 8)
http://whatelse.pbwiki.com/Writing-Requirements

Thesis Statements
http://whatelse.pbwiki.com/Writing-Thesis-Statement

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Lesson Focus

The student will be able to follow the writing process using the six traits of powerful writing and peer conferences to prewrite, draft, and compose writing pieces in different genre.

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Monday 2/9 Tuesday 2/10
Finalize story/essay/poems and print
Found Poetry from our prose and prewriting
Review figurative language possibilities
Revise, share, finalize, print.

Wednesday 2/11
C = Genre
S = Youth Voices Expectations and How To http://youthvoices.net/
I = Youth Voices

Thursday 2/12
Library
Youth Voices

Friday 2/13
Valentines Party PM - last period

Monday President’s Day
Tuesday Waiver Day; teacher learning

Wednesday 2/18
C = Genre
S = Thesis Statement Review YV
I = Youth Voices

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EALR

1: The student understands and uses a writing process. 1.1.1 Applies more than one strategy for generating ideas and planning writing. Generates ideas prior to organizing them * Uses a variety of prewriting strategies

1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan. b. Drafts according to audience, purpose, and time.
d. Assesses draft and/or feedback

1.4.1 Edits for conventions (see 3.3).

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. Rereads work several times and has a different focus for each reading (e.g., first reading — looking for variety of sentence structure and length; second reading — checking for clarity and specific word choice; third reading — checking for layers of elaboration). f. Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”).

3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples.

3.1.2 Analyzes and selects effective organizational structure.

2.1.1 Applies understanding of multiple and varied audiences to write effectively .

2.2.1 Demonstrates understanding of different purposes for writing.

November 12 - November 17

Power Writing
Writing Notebooks
Blogs
Genre

MOTT: Clear, careful, synthesized writing with graphics explaining topic of choice.
Talking Circle

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Monday, November 10: Inservice -- no school
Tuesday, November 11: Veteran’s Day


Wednesday, November 12

Entry: Authority List for Writing -- make a list of writing topics

Talking Circle with Miss Covington

Due: comparative essays Due 11/17: MOTT paper


Thursday, November 13
Library
MOTT Paper and presentation


Friday, November 14

Evaluation Questions
Blog Intro: What are they --- read blogs, discuss what they are and how they apply.
http://whatelse.pbwiki.com/Blog-Permission
MOTT conferences and checklist
Our Journals !


Monday, November 17
Entry: Power Write
N-4 Personalize notebooks

Blog Intro 2 --- Grow a Blog prewriting/google docs

Tuesday, 11/18
Entry: Spelling -- choose 5 words
Navigation 101 Into: http://www.navigationsre.htm

Finish: Blog Intro 2 --- Grow a Blog prewriting/google docs


Wednesday, 11/19
How to Practice Spelling
Notebook: N5- Sensory and Pictorial Ideas
Blog prewriting -- google docs
If time:
Genre choices -- what is required? which do we learn first?
http://whatelse.pbwiki.com/Genre-Expectations

Thursday: 11/20
Library
Evaluation Evidence

Friday: 11/21
Entry: Power Write
Lesson: IDEAs and Word Choice (Strong Verbs)
Blog Plans and Action steps

Monday, 11/24
Entry: Find ten more spelling words for your personal spelling list.
Notebook N6: World Wonders
Blog Plans and Action Steps
MOTT

Tuesday, 11/25
Entry: November Art
Blog work and MOTT work
Teacher conference on writing traits

Wednesday, 11/26
Art, MOTT, Blog

Monday, 12/1
Entry: Power Write
Notebook: N7 From the Heart
Blog Writing or Notebook writing
Intro to sub activities

12/2, 3, 4: Sub Plans

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EALR 1: The student understands and uses a writing process.
1.2.1 Analyzes task and composes multiple drafts when appropriate a. Refers to prewriting plan. b. Drafts according to audience, purpose, and time.
d. Assesses draft and/or feedback, decides if multiple drafts are necessary, and explains decision.
1.4.1 Edits for conventions (see 3.3).
1.6.1 Applies understanding of the recursive nature of writing process.
Revises at any stage of process.
Edits as needed at any stage.

1.6.2 Uses collaborative skills in adapting writing process.

1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. d. Seeks and considers feedback from a variety of sources (e.g., adults, peers, community members, response groups). e. Records feedback using writing group procedure (e.g., partner reads writer’s work aloud, and writer notes possible revision). f. Evaluates and justifies the choice to use feedback in revisions (e.g., “I don’t want to change this because …”). g. Revises typographic devices (e.g., bullets, numbered lists) to clarify text and to meet requirements of technical writing forms (e.g., lab reports, graphs).

3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. Writes with a clearly defined voice appropriate to audience.